Increasing Retention Increasing Retention through First Year through First Year ExperienceExperience

Dr. Paul BrownDr. Paul Brownpbrown@zanestate.edupbrown@zanestate.edu

Santanu BandyopadhyaySantanu Bandyopadhyaysbandyopadhyay@zanestate.edusbandyopadhyay@zanestate.edu

Zane State CollegeZane State College

Zane State College - Zane State College - StatsStats Located in Zanesville, OhioLocated in Zanesville, Ohio 2003 Headcount Enrollment: 17872003 Headcount Enrollment: 1787 55% FT; 45% PT55% FT; 45% PT Pell Recipients: 69%Pell Recipients: 69% Graduation Rate: 46%Graduation Rate: 46% Developmental Ed recognized by NADEDevelopmental Ed recognized by NADE MetLife Award for Best Practice: 2004MetLife Award for Best Practice: 2004

Cohort IdentificationCohort Identification

Students joining in FallStudents joining in Fall Degree/ Certificate seekingDegree/ Certificate seeking Those not withdrawing within first Those not withdrawing within first

two weeks remains in the cohorttwo weeks remains in the cohort Accuplacer test scores Accuplacer test scores Progress in Math/English college Progress in Math/English college

level course level course Overall course registration/GPA/FAOverall course registration/GPA/FA

Quantitative Analysis: Quantitative Analysis: PurposePurpose

To understand To understand WHOWHO joined us in joined us in 2002 and 2003 as 2002 and 2003 as degree/certificate seeking degree/certificate seeking studentsstudents

To analyze To analyze WHATWHAT are the possible are the possible causes of their inability to persistcauses of their inability to persist

To hypothesize To hypothesize HOWHOW we can help we can help them succeedthem succeed

Cohort CompositionCohort Composition

• Quarter to quarter dropout rate is similar in both years

• The student characteristics are stable across the cohorts.

• The observations may be extended to other cohorts alsoThe observations may be extended to other cohorts also

Fall 2002Fall 2002– 434 enrolled434 enrolled– 322 in Winter322 in Winter– 263 in Spring263 in Spring– 221 in next Fall221 in next Fall

Fall 2003Fall 2003– 326 enrolled326 enrolled– 259 in Winter259 in Winter– 225 in Spring225 in Spring

Cohort Distribution by Cohort Distribution by GenderGender

Female61%

Male39%

Cohort Distribution by Cohort Distribution by AgeAge

20-2518%

25-307%

30-408%

Above 407%

Below 2060%

Self-reported GPA Self-reported GPA SummarySummary Over 60% of students below 20 years Over 60% of students below 20 years

of age reported GPA of 2 or aboveof age reported GPA of 2 or above GPA distribution of females is better GPA distribution of females is better

than that of malesthan that of males Students with GPA above 3 are Students with GPA above 3 are

unlikely to drop out because of unlikely to drop out because of academic issuesacademic issues

Financial, structural or personal issues Financial, structural or personal issues may cause these students to drop outmay cause these students to drop out

Math Placement by Math Placement by GenderGender

21%

44%

2%

33%

18%

31%

2%

49%

0%

10%

20%

30%

40%

50%

Not reported College Level 1 level below 2 levels below

Male

Female

English Placement by English Placement by GenderGender

25%

40%

24%

11%

21%

45%

26%

8%

0%

10%

20%

30%

40%

50%

Not reported College Level 1 level below 2 levels below

Male

Female

Math & English Math & English Placement SummaryPlacement Summary Self-reported GPA of females is higher Self-reported GPA of females is higher

than that of malesthan that of males More females place at the lower levels More females place at the lower levels

in Math placement exam in Math placement exam Math placements are either college Math placements are either college

level or two levels below collegelevel or two levels below college English placement results are similar English placement results are similar

across genderacross gender Are there emotional issues – “Math Are there emotional issues – “Math

Fear” – among women?Fear” – among women?

Math Remediation – Math Remediation – Cohort 2002Cohort 2002

WI 04,4, 2%SP 04,2, 1%

SU 03,1, 1%

SP 03,8, 4%

Other,15, 8%

Never,53, 28%WI 03,

22, 12%

FL 02,96, 52%

Tested and took Math 2 level below College: 186:Cohort 2002

Math PerformanceMath Performance

40% of the Cohort 02 tested 2 level 40% of the Cohort 02 tested 2 level below college level mathematics below college level mathematics skillskill28% of the above never registered 28% of the above never registered for remedial coursesfor remedial coursesAlmost all of them dropped outAlmost all of them dropped outTesting 2 levels below in math Testing 2 levels below in math andand not taking remediation is highly not taking remediation is highly correlated with dropoutcorrelated with dropout

English Remediation – English Remediation – Cohort 2002Cohort 2002

*Non-duplicated

Fall 02, 73, 51%

Winter 03, 40, 27%

Tested for but never took, 28,

19%

Spring 03,2, 1%

Winter 04,1, 1%

Summer 03,2, 1%

English PerformanceEnglish Performance

19% were placed in remediation but 19% were placed in remediation but never took those coursesnever took those courses

Some directly attempted college level Some directly attempted college level course and completed in repeated course and completed in repeated attemptsattempts

Emotional issues contribute to repeating Emotional issues contribute to repeating English course despite failure?English course despite failure?

Critical issue is to reduce number of Critical issue is to reduce number of attempts taken to complete college-level attempts taken to complete college-level English courseEnglish course

Remedial Course Remedial Course SummarySummary Most of remedial courses need to be Most of remedial courses need to be

successfully completed in first two successfully completed in first two quartersquarters

English repeaters outnumber Math English repeaters outnumber Math repeatersrepeaters

Are there structural issues – course Are there structural issues – course availability?availability?

Personal problems in attending certain Personal problems in attending certain classes?classes?

Cohort 2002: Dropouts Cohort 2002: Dropouts by Quarterby Quarter

418,

100

%

322,

(-2

3%)

263,

(-1

4%)

221,

(-1

0%)

210,

(-3

%)

199,

(-3

%)

0

100

200

300

400

500

FL 02 WI 03 SP 03 FL 03 WI 04 SP 04

Age profile of entering Age profile of entering and dropout cohortsand dropout cohorts

Except for age group 25-30, dropout rates Except for age group 25-30, dropout rates are proportionate to entering cohort ageare proportionate to entering cohort age

Above 40, 9%

20-25,20%

Below 20, 50%

25-30, 13%

30-40, 8%

20-25,18%

25-30,7%

30-40,8%

Above 40,7%

Below 20,60%

Dropouts

Beginners

Who drops out?Who drops out?

Drop-out profile is very similar for Drop-out profile is very similar for Fall to Fall and Fall to WinterFall to Fall and Fall to Winter64% female and 36% male – close 64% female and 36% male – close to enrollment percentagesto enrollment percentages85% are white, compared to 91% 85% are white, compared to 91% white enrolleeswhite enrollees4.2% African Americans, 4.2% African Americans, compared to 3% enrolleescompared to 3% enrollees

Who drops out?Who drops out?

Out of 214 dropouts, 90 tested 1 or Out of 214 dropouts, 90 tested 1 or more levels below college level in Mathmore levels below college level in Math

Only 46 of the 214 took developmental Only 46 of the 214 took developmental course in Fall & 8 in Wintercourse in Fall & 8 in Winter

102 were below 20 years old102 were below 20 years old 66 had HS GPA between 2 & 3 while 14 66 had HS GPA between 2 & 3 while 14

had GPA between 1 & 2had GPA between 1 & 2

Multiple issues at playMultiple issues at play

Math performance is a big Math performance is a big identifier of at risk studentsidentifier of at risk students

Several students score poorly in Several students score poorly in Math placement but still persistMath placement but still persist

Problem is beyond developmental Problem is beyond developmental education or academic preparationeducation or academic preparation

Emotional, Structural and Personal Emotional, Structural and Personal issues play a role in persistenceissues play a role in persistence

Courses with high Courses with high failure ratefailure rate Top ten courses with high failure Top ten courses with high failure

rates includedrates included– 3 Business3 Business– 1 Accounting1 Accounting– 2 Math2 Math– 2 IT2 IT– 1 Biology1 Biology– 1 Psychology1 Psychology

Math plays a large role in success Math plays a large role in success of many of these coursesof many of these courses

Questions/IssuesQuestions/Issues

Why do students with GPA above 3 drop Why do students with GPA above 3 drop out?out?

What prevents students from taking What prevents students from taking developmental courses in Math?developmental courses in Math?

What will prompt the students to take all What will prompt the students to take all remediation courses in correct sequence?remediation courses in correct sequence?

Why students persist in English despite Why students persist in English despite repeated failures?repeated failures?

How to build a gradual success path for the How to build a gradual success path for the students in Business, Accounting and Math?students in Business, Accounting and Math?

Stratifying the issuesStratifying the issues

Emotional – motivation oriented: Emotional – motivation oriented: “developmental” student“developmental” student

Personal – facility oriented: Personal – facility oriented: transportation, child caretransportation, child care

Academic – knowledge oriented: Academic – knowledge oriented: applying skills, cross-subject applying skills, cross-subject applicationapplication

Structural – organization oriented: Structural – organization oriented: Scheduling, pre-requisites, transfersScheduling, pre-requisites, transfers

Financial – Fiscal abilityFinancial – Fiscal ability

Phase I SummaryPhase I Summary

Mathematics is a problem areaMathematics is a problem area Persistence is higher in English than Persistence is higher in English than

in Mathin Math Gatekeeper courses stem from MathGatekeeper courses stem from Math Dropouts caused by reasons beyond Dropouts caused by reasons beyond

Academic PreparationAcademic Preparation

A comprehensive approach rather than solving A comprehensive approach rather than solving individual problem is necessaryindividual problem is necessary

Qualitative AnalysisQualitative Analysis

Seven Focus Groups were Seven Focus Groups were organizedorganized

Students selected at randomStudents selected at random Five FGs conducted by external Five FGs conducted by external

consultantconsultant Two by internal expertsTwo by internal experts Findings were uniform across the Findings were uniform across the

groupsgroups

Findings: What Keeps Findings: What Keeps them Goingthem Going Personal touch Personal touch Study groups – informally Study groups – informally

arranged by studentsarranged by students Advising – both by faculty and Advising – both by faculty and

staff advisorsstaff advisors Job placementJob placement Program rangeProgram range

Findings: Room for Findings: Room for ImprovementImprovement Difficulty in getting info about Difficulty in getting info about

services (Financial Aid/Tutoring)services (Financial Aid/Tutoring) Class availability/scheduling issuesClass availability/scheduling issues No support for learning communitiesNo support for learning communities Low use of technologyLow use of technology IDS Class perceived to be of no valueIDS Class perceived to be of no value

The apparent The apparent contradictionscontradictions ““Personal touch” yet “difficult to get Personal touch” yet “difficult to get

info” – somewhat contradictoryinfo” – somewhat contradictory Low value for IDS course yet Low value for IDS course yet

unaware of available infrastructureunaware of available infrastructure Do not know about learning Do not know about learning

communitiescommunities Information reaches some, but Information reaches some, but

misses othersmisses others

Mapping the Mapping the informationinformation QualitativeQualitative

– IDS classIDS class– FT vs. PT FT vs. PT

instructor instructor availability for availability for advisingadvising

– Use of technology Use of technology by instructorsby instructors

QuantitativeQuantitative– Not taking Not taking

classes classes sequentiallysequentially

– Scheduling issuesScheduling issues– Good students Good students

leavingleaving

Mapping the Mapping the informationinformation QualitativeQualitative

– Difficulty in Difficulty in getting info about getting info about servicesservices

– SchedulingScheduling– Learning Learning

CommunitiesCommunities

QuantitativeQuantitative– Developmental Developmental

Math helpMath help– Developmental Developmental

English - # of English - # of repeatersrepeaters

– Gatekeeper Gatekeeper coursescourses

Bringing it all togetherBringing it all together

Largest attrition takes place in first Largest attrition takes place in first two quarterstwo quarters

Non-academic issues play a big Non-academic issues play a big role in attritionrole in attrition

Though many services exist, often Though many services exist, often students do not know how to get students do not know how to get helphelp

Making the services systemic is the Making the services systemic is the keykey

Identifying the “At Identifying the “At Risk” populationRisk” population

Scored>C: 56%

Completed Remediation: 74%

Math 2 below: 40%

Scored >C: 51%

CompletedRemediation: 37%

Math 2 below: 44%

Persisted: 53% Dropped Out: 47%

Measuring successMeasuring success

# students placed two levels # students placed two levels below in Math and joining below in Math and joining remedial courses in first two remedial courses in first two quartersquarters

# of the above who persist from # of the above who persist from Fall to FallFall to Fall

Overall improvement in retention Overall improvement in retention raterate

Foundations of Foundations of ExcellenceExcellence Focuses on institutional behavior Focuses on institutional behavior

rather than student behavior rather than student behavior Links academic and student affairsLinks academic and student affairs Considers retention in larger context of Considers retention in larger context of

first year excellencefirst year excellence Extends beyond unit-level to Extends beyond unit-level to

comprehensive assessmentcomprehensive assessment Revitalizing a campus’s approach to Revitalizing a campus’s approach to

the first yearthe first year

The Foundational The Foundational DimensionsDimensions

Philosophy – Cultivating learning environment Philosophy – Cultivating learning environment for new studentsfor new students

Organization – Comprehensive, coordinated Organization – Comprehensive, coordinated and flexible approach to new student and flexible approach to new student experienceexperience

Learning – Develop knowledge, skill, attitude & Learning – Develop knowledge, skill, attitude & behaviorbehavior

Campus culture – Makes new students high Campus culture – Makes new students high prioritypriority

Transition – Outreach, recruitment & Transition – Outreach, recruitment & enrollmentenrollment

The Foundational The Foundational DimensionsDimensions All students – Serves varied needsAll students – Serves varied needs Diversity – Explores ideas, views, Diversity – Explores ideas, views,

cultures to enhance participationcultures to enhance participation Roles & Purpose – Promote student Roles & Purpose – Promote student

understanding of roles & purposesunderstanding of roles & purposes Improvement – Assessment and Improvement – Assessment and

collaboration to effect improvementcollaboration to effect improvement

Summary of Summary of interventionintervention

The integrated first year experience The integrated first year experience is expected to address the is expected to address the

emotional, personal, structural, emotional, personal, structural, financial and academic barriers financial and academic barriers faced by the students through a faced by the students through a

process that is systemic, inclusive process that is systemic, inclusive and focused on institutional and focused on institutional

behaviorbehavior

Thank you!Thank you!